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POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
Summarize critical needs and
how you will address them
J****** needs directions to be C****** needs to be seen as
during this lesson. K**** needs support constructing explained multiple times and to successful and “cool” by his
grammatically appropriate sentences both formulate his ideas one-on-one friends. I will give him a lot of
orally and in writing. I will address these with a teacher. I will give him positive reinforcement and
needs by providing him with sentence preferred seating and check in pair him with a student whom
frames. on him throughout independent he likes, but who also is more
work times. active in class.
Have I done enough to support my English Language Is there a model students can make with
What specific feedback regarding your focus students
do you want from your ME? Learner K****? What other supports could I modeling clay so they have a kinesthetic
incorporate? experience?
Specific Feedback Was the content discussed in a clear and concise Perhaps as mentioned building a model
What additional specific feedback do you want from
your ME regarding lesson implementation? manner? How can I be more engaging? of the brain with modeling clay?
Instructional Planning Lesson is structured as: Engage, Teach, Apply, Share
How is the lesson structured (opening, body, and
closing)?
I will use a video, Read Aloud, and collaborative Incorporating a before and after task to
What varied teaching strategies and differentiated infographic creation to engage children. I will students can observe their tendency to
instruction will help students meet lesson goals?
What progress monitoring strategies will be used? monitor their progress by taking notes on my react to difficulty or struggle.
How will results inform instruction? observations.
I will use a video created by other students. I will use
Student Engagement/Learning Can students prepare for this with
developmentally appropriate language. Students will
How will you make the lesson relevant to all the learning buddies? Can they ask each
students? show mastery towards the lesson objective by
How will students show progress towards master of other questions that might be on the
lesson objectives? participating in the creation of the infographic. I will
Quizlet so they can feel prepared?
also use a Quizlet quiz.
I will use a variety of Culturally Responsive Teaching
Classroom Management strategies including call and response, and “Silent
How will you maintain a positive learning I have observed this in your class and this
environment with a welcoming climate of caring, Appointment.” I will use Responsive Classroom
respect, and fairness? is most effective! Your students really
language of Reminding and Reinforcing. I will use
Identify specific classroom procedures and strategies respond well to you.
for preventing/redirecting challenging behaviors. proximity and touch to prevent and redirect
challenging behaviors.
I will use a Quizlet quiz to assess student learning and Perhaps, close with another task that is
Closure
How will you close your lesson? prepare for the next lesson. I will close by sharing difficult and will foster a growth mindset.
How will you assess student learning and prepare what we’ve learned and discussing how we can teach Students can ask themselves, “How have
them for the next lesson?
others. I changed… grown?”
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included Students completed the worksheets and were able to ask
EXAMPLE
When teacher reviewed worksheet, she asked additional questions of analysis all levels of Bloom’s (“Identify 6 problem-solving strategies; questions. Most groups needed revisions for their questions;
CSTP 1: Engaging All Students
and evaluation (“which problem-solving strategy do you prefer? How could pick two strategies and identify at least one similarity and one comparison/contrast was the most common analysis
In what ways were students you create a math problem that could be solved with this strategy?”) difference between them”). Groups then selected a strategy question. I need to give them a Bloom’s question stems
engaged?
and created two math problems to exchange tomorrow. handout next time.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
CSTP 2: Effective Students were given different seating opportunities
Learning Environment
Students felt comfortable sharing their Students were asking and talking about
(carpet and desks) as well as different groupings
How did students and experiences. Students shared whole group topic at hand. Students attitude towards
whole group, small group and partner. Teacher
teacher contribute to an and with partners. Students were excited making mistakes began to shift as the
effective learning provides a safe environment for students to discuss
about the lesson. lesson continued.
environment? the anxiety producing possibility of making a mistake.
CSTP 3: Organizing
Subject Matter The challenging task given to students gave them an
What actions of the NT opportunity to experience a task that was beyond
contributed to student Students were able to identify with their After lesson in other contexts, students
achievable. Teacher verified student’s experiences
assimilation of subject own feelings about making a mistake by referred back to the mind growth
matter? with validating information that the feelings of
listening to the read aloud. attitude and were far more receptive and
How did students frustration were common and usual.
construct knowledge of
at ease towards making mistakes. The
subject matter? Students also responded to motivational lesson had follow through in other
What misconceptions did
Teacher reads books about making a mistake and
video about making mistakes. content areas.
students have and how what neuroscientists know about making mistakes
were they addressed by and that you actually get smarter.
the teacher?
CSTP 4: Learning
Experiences
How were students Students were engaged and participated
Students discuss how it is ok to make
supported through by listening to read aloud and group
differentiated All students participated enthusiastically and were mistakes. As stated, attitudes towards
discussion. Students discussed the lesson
instruction? willing to share their drawings. making mistakes shifted and translated
How did students and author’s message about being
into other content areas.
participate? comfortable with making mistakes.
How did the NT contribute
to student learning?
CSTP 5: Assessing
Student Learning
How did students
demonstrate Observing students discussing topic and using in
achievement of lesson Students write themselves motivational
objectives? other content areas showed that the lesson was
messages about making a mistake. There Meaningful and valuable lesson that will
In what ways did valuable and transferrable. They discussed making
students struggle or
was a shift in energy concerning mistakes. be build upon and referred back to.
mistakes and had a more relaxed and accepting
demonstrate limited Students were more relaxed and reflective.
understanding?
attitude. This was done my teacher observation.
What teacher actions
contributed to student
achievement?
What were three top Lesson It was an engaging activity. I provided students the opportunity to engage different modalities and the was
Strengths? content meaningful and relevant.
The pace could be improved; at times the lesson moved too quickly and I would benefit from slowing down. I
What were three top areas for
improvement? also need to grab attention better and make sure I have complete attention before moving on. Also,
organizationally, materials were not easily at hand which slowed down transitions.
Administer post-assessment. Continue to engage students in the concept of growth mindset by refering back to
What are next steps? it in other content areas. Provide more opportunities for students to fail (in low stakes tasks) and see how they
respond.
Other Comments/Notes
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 3 of 4
My mentor and I agreed that the series of lessons was meaningful and something we want to build on. The lessons were well received
and we believe should be integrated into our curriculum for upcoming school years.
All parts of this form should be transcribed (typed; not hand-written) into a single document and submitted to course instructor.
Information from this POP Cycle should be summarized on the NT ILP as appropriate.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 4